[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592015-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-592015-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","childrens-perceptions-of-emergency-remote-teaching-reflected-in-their-drawings","Children's Perceptions of Emergency Remote Teaching Reflected in Their Drawings","","During the COVID-19 pandemic, the swift shift from face-to-face schooling to distance education created significant difficulties for children, teachers, administrators, and parents. The study distinguishes emergency remote teaching from planned distance education and examines how 9–10-year-old children perceived the emergency remote teaching process through their drawings. Data from 116 children were analyzed using a descriptive phenomenological design. Findings describe human figures, learning settings, devices and applications, emotions, peer–teacher interactions, and encountered problems.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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study define emergency remote teaching compared with distance education?","Question",{"text":63,"@type":64},"Distance education is described as planned and supported by theoretical and practical knowledge, while emergency remote teaching is characterized as the rapid activation of online and offline resources during a crisis.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What age group and sample size were included in the research?",{"text":68,"@type":64},"The study focused on 9–10-year-old children, with 116 children participating in total.",{"name":70,"@type":61,"acceptedAnswer":71},"How were children’s perceptions analyzed?",{"text":72,"@type":64},"Children’s perceptions were examined through their drawings and interpreted using a descriptive phenomenological research 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Teaching Reflected in Their  \nDrawings  \nAyşin Gaye Üstün  \nAbstract: In the COVID-19 pandemic, a rapid transition from face-to-face teaching methods to distance education methods has forced students, teachers, administrators , and parents to struggle with various difficulties and obstacles. Emergency remote teaching , which is rapidly implemented in mandatory situations, and distance education, in which people decide on their preferences, are characterized as different concepts. While distance education is a process that is planned and supported by both theoretical and practical knowledge, emergency remote teaching is about the rapid activation of all resources that can be used both online and offline in a crisis. During the pandemic, the experiences of children who met distance education for the first time have started to be wondered and studies on this subject have gained intensity. In this study, it was aimed to examine the perceptions of 9-10-year-old children about the emergency remote teaching education process they experienced through their drawings. 116 children participated in the study. Descriptive phenomenological design, one of the qualitative research methods, was used in the study. The results of the study provide information about the human figures, learning environments, technological devices, and applications they used, the emotions they felt, their interactions with their peers and teachers, and the problems they encountered during the emergency remote teaching process.  \nKeywords: distance education, covid-19 pandemic, emergency remote teaching, draw-tell, picture analysis, primary school children, 9-10-year-old children, phenomenological design , children's experiences, children’s perceptions  \nHighlights  \nWhat is already known about this topic:  \n• Before the pandemic, studies on distance education focused on higher education, and with the pandemic, studies at the primary school level have intensified.  \n• The first experiences of primary school children with emergency remote teaching were mostly analyzed through interviews with parents and teachers , or questionnaires and semi-structured interviews with children.  \nWhat this paper contributes:  \n• This study helps to understand in depth the experiences of 9–10-year-old children about the emergency remote teaching process through their drawings.  \n• This study contains more meaningful results because it was conducted after the pandemic ended when children's panic and anxiety began to fade.  \n• This study gives education authorities and policymakers some ideas and tips on how to move forward with distance learning, especially for younger children.  \nImplications for theory, practice, and/or policy:  \n• Emergency remote teaching designs should be made by considering the developmental characteristics of young age groups.  \n• Strategies such as instructional presence and creating a sense of community should be used to prevent problems such as loneliness and social isolation that children may experience in emergency remote teaching.  \nIntroduction  \nVarious approaches to the positive aspects of distance education and occasional criticisms will not prevent this education model from being preferred in special situations. Indeed, during the COVID-19 pandemic, institutions, administrators, educators, students, and parents had to adapt to the distance education process unprepared. The rapid transition from face-to-face teaching methods to online education methods has left schools with a complex and limited learning process (Rasmitadila et al. , 2020) . In the process of distance education, individuals have had to struggle with various challengesand obstacles. Bozkurt et al. (2020) argue that emergency remote teaching applied in cases of natural disasters, epidemics, etc. , and distance education prepared and implemented in a planned, programmed manner should be evaluated differently from each other. They state that emerge","cbCaioWciaORvEVo","https://ap.wps.com/l/cbCaioWciaORvEVo","pdf",1008657,27,"English","# Abstract\n# Highlights\n## What this paper contributes\n## Implications for theory, practice, and/or policy\n# Introduction","[{\"question\":\"How does the study define emergency remote teaching compared with distance education?\",\"answer\":\"Distance education is described as planned and supported by theoretical and practical knowledge, while emergency remote teaching is characterized as the rapid activation of online and offline resources during a crisis.\"},{\"question\":\"What age group and sample size were included in the research?\",\"answer\":\"The study focused on 9–10-year-old children, with 116 children participating in total.\"},{\"question\":\"How were children’s perceptions analyzed?\",\"answer\":\"Children’s perceptions were examined through their drawings and interpreted using a descriptive phenomenological research design.\"}]","Children's Perceptions of Emergency Remote Teaching Reflected in Their Drawings | PDF",1792073676,68]